School Engagement

Fredricks, Jennifer A.; Blumenfeld, Phyllis C.; Friedel, Jeanne M.; Paris, Alison H.

doi:10.1007/0-387-23823-9_19

Cited by 264 publications

(265 citation statements)

References 31 publications

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“…Although unexpected, this finding is not unprecedented as there are previous findings that perfectionistic concerns may sometimes show positive relations with adaptive processes and outcomes such as performance-approach orientations and academic achievement (e.g., Damian et al, 2014). In addition, cognitive engagement entails behaviors such as checking schoolwork for mistakes (Fredricks et al, 2005) which may be responsible for the positive relations with perfectionistic concerns because the latter also comprise concerns over mistakes.…”

Section: Perfectionism and School Engagementmentioning

confidence: 52%

“…To measure the three dimensions of school engagement, we used the School Engagement Measure-MacArthur (SEM-MacArthur; Fredricks et al, 2005) capturing behavioral engagement (5 items; e.g., "I pay attention in class"), emotional engagement (6 items; "I feel excited by my work at school"), and cognitive engagement (8 items; "I read extra books to learn more about things we do in school"). The measure has been used in previous studies with school students where it has demonstrated reliability and validity (e.g., Fredricks et al, 2005;Janosz, Archambault, Morizot, & Pagani, 2008).…”

Section: Methodsmentioning

confidence: 99%

“…The measure has been used in previous studies with school students where it has demonstrated reliability and validity (e.g., Fredricks et al, 2005;Janosz, Archambault, Morizot, & Pagani, 2008).…”

Section: Methodsmentioning

confidence: 99%

“…Like perfectionism, school engagement is best conceptualized as multidimensional (Fredricks, Blumenfeld, & Paris, 2004). The most comprehensive multidimensional conceptualization of school engagement comprises three broad dimensions: behavioral engagement, emotional engagement, and cognitive engagement (Fredricks, Blumenfeld, Friedel, & Paris, 2005;Fredricks et al, 2004). In this conceptualization, behavioral engagement reflects the presence of positive conduct (i.e., following rules, paying attention to class, completing schoolwork on time) and the absence of disruptive behaviors (i.e., getting in trouble, pretending to pay attention in class).…”

Section: School Engagement Perfectionism and School Engagementmentioning

confidence: 99%

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Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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Document VersionAuthor's Accepted Manuscript Damian, L. E., Stoeber, J., Negru-Subtirica, O., & B ban, A. (2017 Correspondence concerning this article should be addressed to Lavinia E. Damian, Department of Psychology, Babeş-Bolyai University, Republicii 37, 400015, Cluj-Napoca, Romania; e-mail: lavinia.damian@sese.ro PERFECTIONISM AND SCHOOL ENGAGEMENT 2 Abstract Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students' school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students' engagement are discussed.

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Section: Perfectionism and School Engagementmentioning

confidence: 52%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: School Engagement Perfectionism and School Engagementmentioning

confidence: 99%

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Perfectionism and school engagement: A three-wave longitudinal study

Damian

Stoeber

Negru‐Subtirica

et al. 2017

Personality and Individual Differences

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“…Put another way, positive feedback leads to positive engagement. Fredricks et al (2005), and Jimerson, Campos and Greif (2003) underscore the role of the cognitive dimension in learning and their subjective assessment in self, school, teachers and peers. Studies of Skinner and Belmont (1993) as well as Elmore and Huebner (2010) indicate that engagement with school is positively correlated with social and contextual factors.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

School Engagement and Civic Engagement as Predictors for the Future Political Participation of Ethnic Chinese and South Asian Adolescents in Hong Kong

Yuen

2013

MET

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SUMMARYThis paper reports the findings of a large study on the relationship between school and civic engagement and the self-perceived participation in political activities of ethnic Chinese and South Asian immigrant students in Hong Kong. Data was collected from a sample of 5,574 6 th -11 th graders aged 12−19. The nature of school engagement was assessed by a self-rated questionnaire against the affective, behavioral and cognitive domains. Students' civic engagement was measured by the ICCS student questionnaire (Schulz et al., 2009). Before running the regression analyses, Confirmatory Factor Analysis (CFA) was performed and the results showed that both instruments had good construct validity and internal consistency. Consistent with the primary aim of this study, MANOVA analyses indicate significant student group differences in school engagement, and civic related self-belief and behaviours. Our findings showed that non-Chinese speaking South Asian students (NCS) scored higher than their mainstream Chinese and newly arrived students from Mainland China (NAS) counterparts across the dimensions of both instruments. Results of hierarchical regressions confirmed that school engagement was significant in predicting expected political participation in the future. The effects of school and civic engagement on future political participation varied significantly between all studied groups.

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Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate

Civitillo

Göbel

Preusche

et al. 2021

New Drctns Chld & Adlscnt

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Guided by risk and resilience and attachment perspectives, the present study examined whether teacher–student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self‐identifications in Germany. Partially confirming pre‐registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self‐esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self‐concept. In addition, teacher–student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self‐esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher–student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.

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School Engagement

Cited by 264 publications

References 31 publications

Perfectionism and school engagement: A three-wave longitudinal study

Perfectionism and school engagement: A three-wave longitudinal study

School Engagement and Civic Engagement as Predictors for the Future Political Participation of Ethnic Chinese and South Asian Adolescents in Hong Kong

Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate

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